Guide
 Contents
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Transformations
- results of the research
For each of the two curriculum innovations (‘Energy transfer’ and ‘Energy
and Change’), we first identified the intended actions implied by the innovations.
We then looked for their existence, absence or transformation through teacher
case studies. A summary of the research undertaken can be found in Briefing
Sheet 5 ‘The STTIS research into energy transfer and the direction of change’.
For the ‘energy transfer’ innovation, nine case studies of teachers
were undertaken. The findings indicate that the intentions of the National
Curriculum were often not addressed by these teachers. Their underlying
conceptions did not alter, only the terms they used to express them. A
similar finding also emerged in the analysis of science textbooks. Examples
of the case studies can be found in Activity Resource
1 ‘Energy transfer: case studies’, with further discussion in Briefing
Sheet 10 ‘Energy transfer: case study commentary’. Information about
the research on textbooks is in Briefing Sheet
9 ‘Energy transfer and science textbooks’.
The research on ‘Energy and Change’ drew on case studies of four teachers
implementing this innovation in their schools. The results of the research
show that the innovation was transformed and adapted in each case to the
school’s ethos, to the teachers’ pattern of work and to what the teachers
already knew. Examples of the case studies can be found in Activity
Resource 2 ‘Energy and change: case studies’, with further discussion
in Briefing Sheet 11 ‘Energy and change: case
study commentary’.
Key features which emerged from the research as a whole can be found
in Activity Resource 3: ‘Transformations of curriculum
innovation: dimensions of analysis’, and details of how this applies
to the research on teaching energy are given in Briefing
Sheet 12 ‘Dimensions of analysis’. An overview of key findings is in
Briefing Sheet 14 ‘Summary of research on teachers’
transformations’.
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